Systematic analysis or coding of classroom dialogue is useful for assessing the role of high-quality interaction in supporting learning. However, although coding is an immensely complex and cognitively demanding activity that has taxed researchers over decades, the methodological challenges are often not discussed or problematised in empirical reports. Accordingly, this paper aims to help researchers make sense of the challenges, strengths and practical applications of using systematic coding schemes for analysing classroom dialogue. It presents an in-depth analysis of the pros and cons of contrasting approaches and the key methodological considerations, including scope, grain size, reliability and validity. It goes on to provide a worked example, illustrating how one team tackled the challenges in adapting for a new research objective an earlier coding scheme developed for use across diverse contexts. Two original, theory-informed analytic tools created to study the relationship between dialogic teaching and student learning in English primary schools are shared and made available for others’ use or adaptation. The paper offers practical guidance for developing or adapting coding schemes for different research purposes. It highlights the need for further precision and critical attention to the ways in which scholars are investigating dialogic practices intended to support learning.ESR
